Stimulating teachers' reflection and feedback asking: an interplay of self-efficacy,learning goal orientation, and transformational leadership

Runhaar, P. and Sanders, K. and Yang, Huadong (2010) Stimulating teachers' reflection and feedback asking: an interplay of self-efficacy,learning goal orientation, and transformational leadership. Teaching and Teacher Education 26 (5), pp. 1154-1161. ISSN 0742-051X.

Text
TATE(2010).pdf - Published Version of Record
Restricted to Repository staff only
Download (398kB) | Request a copy

Official URL: http://dx.doi.org/10.1016/j.tate.2010.02.011

Abstract

The goal of the study was to investigate how teachers' reflection and feedback asking e two crucial components of professional development e can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. A survey study with data from 456 teachers from a Dutch College for Vocational Education and Training shows that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking. Furthermore, learning goal orientation mediates the relationships between occupational self-efficacy and reflection and asking feedback. Finally, the positive relationship between transformational leadership and reflection and asking feedback appears to depend on learning goal orientation.

Metadata

Item Type:	Article
Keyword(s) / Subject(s):	Feedback, Learning goal orientation, Occupational self-efficacy, Professional development, Reflection, Transformational leadership
School:	Birkbeck Faculties and Schools > Faculty of Business and Law > Birkbeck Business School
Depositing User:	Huadong Yang
Date Deposited:	12 Mar 2013 09:31
Last Modified:	02 Aug 2023 17:02
URI:	https://eprints.bbk.ac.uk/id/eprint/6222

Statistics

DownloadsShow export options

Activity Overview

6 month trend

1Download

6 month trend

317Hits

Additional statistics are available via IRStats2.

Archive Staff Only (login required)

Edit/View Item